Empirical Literacy Education Scholarship Across Space and Time: Chinese and U.S. Scholarship

• In Event: 34.078 - Roundtable Session 13
  In Roundtable Session: 34.078-7 - Funds of Knowledge and Grammars for Diverse Education Communities

Abstract

By extensive analyses of topics, methodology, and citations the research clarifies the nature of literacy research within and across countries, Taken together the findings provide a sketch of the empirical pathways for literacy research highlighting their differences and some areas of crossover. Despite Chinese extended contributions to the history of thought, empirical literacy research appears less developed and influential—superseded by somewhat dated western theoretical influences. In contrast, the US seems to have embraced socio-cultural considerations, but has done so in a fashion which is more insular than international. Arguably, there is a pattern for the US that is aligned with a kind of global standardization of epistemologies on western terms that represents an exclusion of eastern and southern epistemologies

Authors

• Wei Kan, Beijing Normal University

• Ran Xiang, The University of British Columbia

• Robert J. Tierney, The University of British Columbia, The University of Sydney, Beijing Normal University